Strengths VS criticisms

Situational leadership
 Strengths
• Situational leadership strengths and
crriticisms
 LONGSTANDING AND CREDIBLE
• 1-”It has stood the test of time in the
marketplace” (Northouse, 2010, p. 94). It is
frequently used for training leaders in the
marketplace. It is perceived by corporations as
offering a credible model for training people
to become effective leaders.
 PRACTICAL
• 2- It is a Practical, straightforward approach
that is easy to understand.
• Easy to understand, intuitively sensible and
easily applied in a variety of settings.
• Ideas are easily grasped and quickly acquired
• Suggested principals are easy to apply across a
variety of settings (i.e) work, school, family,
etc.
 PRESCRIPTIVE VALUE
• 3-Prescriptive rather than descriptive (like other
models)
• Tells you what you should and should not do in a
given situation.
• EX) If your subordinates are very low in competence,
it prescribes a directing style for the leader.
• EX) Employees appear to be confident, but appear
but lack confidence, it prescribes the leader to lead
with supporting style
 LEADER FLEXIBILITY
• 4- leaders need to find out about their subordinates’
needs and adapt their leadership style accordingly.
• CANNOT LEAD USING A SINGLE STYLE
• Recognizes that employees act differently when doing
different tasks and different stages of the task.
• “Effective leaders are those who can change their own
style based on the task requirements and the
subordinate requirement, even in the middle of a
project” (Northouse, 2010, p.95).
•
 Criticisms
• Has weaknesses
• Has limitations
• despite extensive training and development
• Requires a more balanced picture of the
general utility
 LACKS A STRONG BODY OF RESEARCH

• 1- There are only a few research studies to

validate assumptions
• Since there isn’t enough research, it raises
questions about the theoretical basis of
approach.
• Can we be sure it is a valid approach?
• Does it indeed improve performance?
• Does the approach compare with other leadership
approaches and the impact on subordicates?
AMBIGUOUS CONCEPTUALIZATION IN THE MODEL
OF SUBORDINATES’DEVELOPMENTS LEVEL

• 2-lack clarity of how commitment is combined

with competence with to form 4 distinct levels
of development.
• Henry and Blanchard (1996b) levels models
versus the SLII model.
• Unwilling and unable vs. low commitment and
some competence
HOW ARE COMPETENCE AND COMMITMENT
CONCEPTUALIZED

• Authors do not explain theoretical basis for these

changes.
• Don’t explain how competence and commitment
are weighted across different levels
• Explains motivations and confidence but its
unclear how these combine to define
commitment
 COMMITMENT VARIES
• Subordinates may start motivated and eager
to learn, then may become discouraged and
disillusioned
• There isn’t enough research to support
reasoning as to why subordinate commitment
is conceptualized.
 PRESCRIPTIONS OF THE MODEL
• Studies by Vecchi (1997 and 2006) have failed
to find strong evidence to support the basic
prescriptions model.
• Vecchio (1987) found that teachers are more
satisfied under principals that have structured
leadership styles.
 DEMOGRAPHIC CHARACTERISTICES AFFECT
EMPLOYEES PREFERENCE
• Fails to account for how certain demographic
characteristics (i.e. education, experience,
age, and gender) influence the leader.
• More educated and experienced employees
desired less structure
• Demographic characteristics may affect
employee preference for particular leadership
styles.
 INDIVIDUALS VS. GROUP LEADERSHIP

• Does the leader adjust their leadership

approach to match the individuals or the
group?
• There isn’t enough research to support
 BIASED QUESTIONNAIRES
• Questionnaires are structured to force
respondents to describe leadership styles in
terms of specific parameters of situational
leadership.
EX) directing, coaching, supporting, delegating
rather than in terms of other leadership behaviors.
Answers have been predetermined so they are
biased in terms of the situational ledership.